I. General Information
School Name: John Howitt Elementary
School District: SD#70 Pacific Rim
Inquiry Team Members:
Christopher Harper: charper@sd70.bc.ca
Steven Brown: sbrown@sd70.bc.ca
Lisa Fryer: lfryer@sd70.bc.ca
Iris Sanders: isanders@sd70.bc.ca
Inquiry Team Contact Email: charper@sd70.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Intermediate (4-7)
Curricular Areas Addressed: Arts Education, Language Arts – Oral Language, Language Arts – Writing
Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Land, Nature or Place-based learning
In one sentence, what was your focus for the year? Harmony in Nature: Exploring Nuu-chah-nulth perspectives on nature through songwriting, integrating cultural appreciation, environmental stewardship, and community engagement.
III. Spirals of Inquiry Details
Scanning: During our scanning process we explored Nuu-chah-nulth cultural perspectives, traditions, and environmental stewardship. Our learners were most interested in themes of environmental protection, connection to nature, and engagement with community issues. As a result, we focused on active engagement, relevance to students’ lives, and holistic approaches to education. We promoted interconnectedness between individuals and their environment to ensure a comprehensive and culturally responsive approach to our inquiry.
Focus: We selected the area of Indigenous perspectives, culture, and environmental awareness because it offers an opportunity for holistic learning while integrating cultural appreciation with environmental consciousness. Our district’s commitment to promoting environmental stewardship aligns well with these goals. It aims to empower learners to develop a strong sense of respect for Indigenous knowledge, cultivate a deeper connection to nature, and become advocates for environmental sustainability and reconciliation. By focusing on Nuu-chah-nulth perspectives, we wanted to foster a deeper understanding of local Indigenous culture and the importance of environmental care.
Hunch:
1. Cultural Representation: More diverse cultural representation in the curriculum could lead to a greater understanding and appreciation of Indigenous perspectives and traditions among students.
2. Disconnect from Nature: If outdoor and environmental education were prioritized, students could connect with nature and learn about environmental stewardship practices, potentially leading to an awareness or concern for environmental issues.
3. Engagement with Indigenous Knowledge: Specific lessons focused on Indigenous cultures and traditional knowledge allow students to engage deeply with Indigenous perspectives, histories, and ecological wisdom.
4. Integration of Indigenous Perspectives: If Indigenous perspectives are integrated across various subjects and activities, students can better understand the interconnectedness of Indigenous cultures with multiple aspects of life, including science, history, and the arts.
5. Active Learning: Hands-on, experiential learning opportunities such as field trips or guest speakers from Indigenous communities, immerse students in cultural and environmental learning experiences that broaden their perspectives and deepen their understanding.
New Professional Learning:
• During our inquiry, we referred to Jennifer Katz’s “Ensouling Our Schools” to explore inclusive education practices that honour students’ cultural identities and backgrounds.
• Exploring Indigenous perspectives on nature and cultural appreciation supports Katz’s emphasis on creating inclusive learning environments and highlights the interconnectedness of cultural, social, and environmental factors in student learning.
• Kevin Lamoureux’s TEDx Talks on reconciliation and inclusive education emphasizes connecting students to nature and fostering spiritual connectedness, supporting our inquiry’s goals of integrating Traditional Ecological Knowledge and promoting environmental stewardship.
• Charlotte Coté’s “A Drum in One Hand, A Sockeye in the Other” highlights the importance of food practices and sovereignty in preserving culture and fostering resilience, aligning with inquiry’s goal of integrating Indigenous knowledge and perspectives.
Taking Action:
1. Introducing Cultural Perspectives:
• Strategy: Build upon prior knowledge to deepen the students’ understanding of Nuu-chah-nulth traditions and cultural perspectives.
• Outcome: Students gained a deeper understanding of Nuu-chah-nulth culture and the importance of environmental stewardship.
2. Zoom Interviews with Indigenous Artists:
• Strategy: We organized Zoom interviews with Indigenous artists, including Juno award nominees Snotty Nose Rez Kids and singer-songwriter Candace Curr, to discuss their songwriting processes.
• Outcome: The artists’ insights and mentorship prompted students to find inspiration in nature through a connection to the land.
3. Collaborative Songwriting:
• Strategy: Students worked in groups to create songs that incorporated Nuu-chah-nulth perspectives, personal experiences, and environmental themes.
• Outcome: This approach fostered teamwork and allowed students to share and integrate diverse ideas which enriched their songwriting with meaningful themes and symbolism.
4. Use of Backing Tracks:
• Strategy: We introduced backing tracks to support the musical arrangement of the students’ songs.
• Outcome: Backing tracks helped students focus on their lyrics and melodies.
5. Reflection and Presentation:
• Strategy: Students reflected on their learning experiences and presented their songs to the class.
• Outcome: The reflection process helped students articulate their understanding of the cultural and environmental themes.
Two songs from our Harmony in Nature project. The songs were written and performed by students in grade 6 and 7. The photos used in the videos were taken by our Inquiry team member Iris Sanders.
Checking: Through the songwriting process, students had the opportunity to reflect on their personal connection to nature and their role within it. They explored themes of environmental stewardship and the significance of Indigenous perspectives on nature. A few students demonstrated an interest in how they could contribute to protecting the environment and talked about establishing a school club focused on community action to raise awareness about environmental issues.
Reflections/Advice: From this inquiry, we learned the value of integrating Indigenous perspectives into education, particularly through music and cultural exploration. Our next steps involve expanding these practices across other subject areas to deepen students’ understanding of cultural diversity and environmental stewardship. We will establish a drumming and language club focused on promoting cultural appreciation and environmental awareness. We will also build on our Elders in the Classroom program to further collaborate with local Indigenous communities to enrich our curriculum with authentic voices and experiences.
For schools interested in similar initiatives, we recommend starting with a strong foundation of cultural respect and collaboration. Engaging with local Indigenous communities is essential for authentic learning experiences. Additionally, integrating arts such as music can provide unique opportunities for students to connect with cultural teachings and environmental issues. It leads to a supportive and inclusive learning environment where students feel empowered to explore and contribute to their communities’ well-being through a personal connection.